Marybeth, Thanks for the posting. I liked your morph idea. I teach middle school and have my entire carrer9since 1975) and still amazed at how different the dynamics are in each group - what works for one group, bombs with another. My solution is a revised set of plans from a file. Each lesson only takes a couple of classes and whilw some are more elementary in nature all are chose to build confidence and increase comfort levels with risking on paper. Alot of them are really creative play. I've found that alot of kids that are rowdy,use this as a way to avoid risking on paper because then they might be "judged" and found lacking. It is important to make the classroom environment a safe place to take risks and feel safe and secure. Deb/kent

--- On Fri 08/19, Marybeth Bortzfield < zbort@comcast.net > wrote:

From: Marybeth Bortzfield [mailto: zbort@comcast.net]

To: teacherartexchange@lists.pub.getty.edu

Date: Fri, 19 Aug 2005 10:20:32 -0400

Subject: Re:[teacherartexchange] Advice Rowdy Kids

This is my first post so I hope I do this correctly;<br><br>Rowdy Kids - my first year was terrible with three overcrowded 5th grade <br>classes, and I thought I would never make it through the year so I feel for <br>you.<br><br>Middle School is a tough gig, but I have found that what works best for me <br>is positive reinforcement.<br><br>For my little ones, which you may be able to adapt, I put three strikes on <br>the board. Just like in baseball, except, they want to keep the three <br>strikes. If it gets too noisy while I am giving directions or while they <br>work I take a strike away, but the good news is that I can but it back if <br>they cooperate. AND, I could add strikes when their behavior is super! I <br>keep a running talley on the corner of the blackboard so it is a bit of a <br>competition between classes to reach 100 points first. Once the class <br>reaches 100 points they earn a free day to work on whatever they choose. <br>When students finish a
project early I have a large cans filled plasticine <br>clay that each table can work with together, this is usually the favorite <br>choice. This method was taught to me by a veteran teacher and I find it <br>extremely valuable.<br>I agree with talking with your administration.<br><br>Maybe if you talk to the rowdiest student and find out why they act out in <br>class. Do they find art uninteresting or do they feel they are "not good at <br>art" and how could you work together to change that for this person. <br>Compliment them on areas they are strong and that you want to see them <br>succeed. Talk about how they have strong leadership skills and this could <br>work in a positive manner for them. Middle schoolers are so concerned with <br>their peers and fitting in some lessons on that subject may get the most <br>reluctant student to participate. I have a lesson my rowdy 5th graders <br>really liked; A self-portrait that was one half human and then morphed into
<br>the animal that best illustrates their personality. On the back they needed <br>to list 3 adjectives that explained their personality and how that animal <br>represented it best. As they worked I moved around and talked with the <br>students individually and I learned a whole lot about them and how they felt <br>about themselves. From there we moved on to more personal lessons and <br>eventually I learned to love them. However, I did celebrate when the year <br>was over!<br><br>I love the Art sign - large and effective. Noone can miss it if a letter is <br>removed and I am making one today.<br><br><br>---<br>To unsubscribe go to <br>http://www.getty.edu/education/teacherartexchange/unsubscribe.html>